EDLD 5335 Curriculum Management
Gina Kenner
Week 1 Assignment
Overview
In this course, you will develop the knowledge and skills of an instructional leader who also effectively manages curriculum and instruction. The course assignments will guide you as you increase your leadership abilities in the areas of curriculum management, application of state law
and local policy as they relate to curriculum and instruction, and campus improvement planning.
In this week’s assignment, you will summarize required curriculum components and high school
graduation requirements, describe the components of the TEA learning system
and make suggestions for improvement, and collect data to begin decision-making on a
learner-centered staff development session. This week, you should:
· identify and summarize the components of a state-required curriculum.
· analyze the components of the TEA learning system and make suggestions for
improvements.
· analyze state-generated data and a Campus Improvement Plan for the purpose
of decision-making.
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EDLD 5335 Curriculum Management
Rubric
Use the following rubric to guide your work.
Accomplished
Part 1: Summary of Clearly summarizes the reCurriculum Require- quirements of the Texasments
mandated curriculum with
seven paragraphs – one for
each component.
Proficient
Unacceptable
Summarizes the requirements Does not summarize the reof the Texas-mandated cur- quirements of the Texasriculum. Not all seven com- mandated curriculum.
(0 points)
ponents addressed.
(2 points)
(3 points)
Part 2: TEA Learning Effectively summarizes the
System Components state and local provisions of
the TEA learning system.
(3 points)
Summarizes the state and
local provisions of the TEA
learning system.
(2 points)
Does not summarize the state
and local provisions of the
TEA learning system.
(0 points)
Part 3: Gathering Data Makes an in-depth analysis of Analyzes AEIS data and a
for Decision Making AEIS data and a CIP to select CIP to select a content area/
a content area and objective objective for a learnerfor a learner-centered staff centered staff development.
(2 points)
development session.
(3 points)
Does not analyze AEIS data
and a CIP to select a learnercentered staff development
topic.
(0 points)
Mechanics
Responses lack clarity and
depth and/or multiple errors in
grammar, spelling or punctuation.
(0 points)
Few to no errors in grammar,
spelling or punctuation.
(1 point)
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EDLD 5335 Curriculum Management
Week 1 Assignment: Curriculum and the TEA Learning System
Gina Kenner
Part 1: Summary of Curriculum Requirements
Knowledge of the state’s required curriculum provides an emerging leader with a foundation for
decision making. In this part of the assignment, you will examine what Texas law says about
curriculum.
Directions:
From your Web address box, access the TEA Web site
http://www.tea.state.tx.us/rules/tac/chapter074/index.html.
Read and study the following sections of the Texas Administrative Code, Title 19, Part II:
74.1 Essential Knowledge and Skills
74.2 Description of a Required Elementary Curriculum
74.3 Description of a Required Secondary Curriculum
74.4 English Language Proficiency Standards
74.62 Minimum High School Program
74.63 Recommended High School Program
74.64 Distinguished Achievement High School Program—Advanced High School Program
(Note: Requirements changed as of the 2007-2008 school year, and §74.63 and §74.64 reflect the new 4 x 4 requirements.)
Compose a two-page summary of the seven components. Include at least one paragraph on
each section. Type your paper in the expandable box below.
Summary of Curriculum Requirements
74.1 Essential Knowledge and Skills
Subjects at each grade level are based on the Essential Knowledge and
Skills. Schools must offer English, Math, Science, and Social Studies
to all students from Kindergarden to Twelfth Grade. Enrichment curriculum also must be offered that includes: Technology Applications,Career
and Technology Education, Economics, Fine Arts, Physical Education,
Health, and a language other than English. Schools are allowed to add
subjects as needed but they can not eliminate any of the curriculum
listed above.
74.2 Description of a Required Elementary Curriculum
Elementary Curriculum is designed for grades K-5. This section describes how school districts are to provide curriculum correlating to the
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Essential Knowledge and Skills, foundation curriculum, and enrichment
curriculum. Teachers need to be provide ample time to teach and for
students to learn. Teaching and learning can occur in use of many different strategies. The student’s age and subject matter should be considered to develop teaching style and strategy. Maintaining a flexible
learning environment will help promote student learning and success.
EDLD 5335 Curriculum Management
74.3 Description of a Required Secondary Curriculum
Secondary Curriculum is designed for grades 6-12. This section describes how school districts are to provide curriculum correlating to the
Essential Knowledge and Skills, foundation curriculum, and enrichment
curriculum. Secondary teachers also need to be provided ample time to
teach and for students to learn. Instruction can be given in many different ways to effectively teach students. Flexible learning environment
will help promote student learning and success. There is an additional
section which includes grades 9-12. Again, ample time for teachers to
teach and students to learn should be given. Instruction should also be
taught in a variety of styles. In grades 9-12, there must be evidence
that students have the chance to take the required classes, and school
districts may offer additional classes to met graduation requirements.
Students are provided with the opportunity to choose and participate in
the classes offered. Course curriculum must grade promotion and graduation within ample time.
74.4 English Language Proficiency Standards
English Language Proficiency Standards pertain to students who speak
little or no English (ELL). Districts are required to provide ELL students
the opportunity to acquire both social and academic proficiency in English
for daily interactions and learning for full academic potential. Instruction includes listening, speaking, reading, and writing skills to their level.
The levels are beginning, intermediate, advanced, and advanced high.
As the ELL student gains knowledge in English and can correctly use the
above skills, that student moves to the next level. The goal is to have
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all ELL students listening, speaking, reading, and writing in English at
their appropriate grade level within three years of their arrival date.
EDLD 5335 Curriculum Management
74.62 Minimum High School Program
Minimum High School Program consist of 22 credits earned, demonstration of proficiency in English Language Arts-4 credits, Mathematics-3
credits, Science-2 credits, Social Studies- 2 ½ credits, Economics- ½
credit, Physical Education- 1 ½ credits, Health Education- ½ credit,
Speech- ½ credit, Technology- 1 credit, and a variety of Elective
courses-5 ½ credits
74.63 Recommended High School Program
Recommended High School Program consist of at least 26 credits
earned, demonstration of proficiency in English Language Arts-4 credits,
Mathematics-3 credits, Science-3 credits, Social Studies- 3 ½ credits,
Economics- ½ credit, Language other than English-2 credits, Physical
Education- 1 ½ credits, Health Education- ½ credit, Speech- ½ credit,
Technology- 1 credit, Fine Arts-1 credit, and a variety of Elective
courses-3 ½ credits.
74.64 Distinguished Achievement High School Program—Advanced High
School Program
Distinguished Achievement High School Program-Advanced High School
Program requires at least 26 credits earned, demonstration of proficiency in English Language Arts-4 credits, Mathematics-3 credits, Science3 credits, Social Studies- 3 ½ credits, Economics- ½ credit, Language
other than English-3 credits, Physical Education- 1 ½ credits, Health
Education- ½ credit, Speech- ½ credit, Technology- 1 credit, Fine
Arts-1 credit, and a variety of Elective courses-2 ½ credits. Students
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must also accomplish a combination of advanced measures such as research projects, test data associated with higher level examinations, or
college academic courses with a grade of 3.0 or higher.
EDLD 5335 Curriculum Management
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EDLD 5335 Curriculum Management
Part 2: TEA Learning System Components
In this section of the assignment, you will describe the minimum state provisions of the six components of the TEA learning system, desirable local provisions for each component, and your
preliminary ideas for improvement.
Directions:
Review the components of the TEA learning system in the Week 1 lecture and the information
you gathered in Part 1 of the assignment. As you review, think about desirable local provisions
for each component. Consider strengths and weaknesses in local provisions.
Access the Texas Education Code at http://tlo2.tlc.state.tx.us/statutes/ed.toc.htm and/or the
Texas Administrative Code, Title 19, (TAC): Part II Texas Education Agency at
http://www.tea.state.tx.us/rules/tac/index.html. Peruse these sites for more information
about the TEA learning system components.
Collaborate online with two colleagues to complete the table on the TEA learning system by describing the minimum state provisions, desirable local provisions for each of the six components, and your preliminary suggestions for improvement. Your suggestions may change after
completing the course.
TEA Learning System Components
Collaborator #1: Sherry
Minimum State
Provision
Component
Learning Goals
Collaborator #2: Wayne Ivey
At least 22
credits
Desirable Local
Provision
At least 26
credits
TEKS and TAKS TEKS, TAKS, and
TAKS related
resources like
measure-up and
Curriculum Documents
Kamico
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Preliminary
Suggestion for
Improvement
More funding for
enrichment
classes
More funding and
research
information for
TAKS resources
to give students a
variety of
opportunities to
learn.
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EDLD 5335 Curriculum Management
TEKS,
curriculum, and
lesson plans
Instructional Program
Staff Development
Program
Have a curriculum
director/testing
coordinator at
each campus to
monitor and make
adjustments for
improvement
150 hours per 5 Suggested 25-35 More funding and
years
hours per year,
opportunities for
but not mandatory professional
development
throughout the
year, and make it
mandatory
TAKS, Fluency
Testing,
Diagnostic
Testing for
Measurement System Special ED
Administrative
Procedures
TEKS, consistent
curriculum, lesson
plans, and a
curriculum
coordinator
Texas
Administrative
Code, Title 19,
Part 2
Benchmarks,
TAKS related
resource pre and
post test, and
interventions
through RTI
More inclusion in
regular education
classes, as well
as more
opportunities for
students to take
TAKS like test in
a TAKS testing
environment
Delicate some of
the administrative
duties and
procedures, so
they can focus on
their staff and
school goals.
Have a curriculum
director/testing
coordinator at
each campus to
monitor and make
adjustments for
improvement.
How can understanding the components of the TEA learning system assist you in your work as
an instructional leader?
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Understanding the components of the TEA learning system will provide
me a guideline to follow to assure student success, as well as lead and
support my colleagues. Also, the learning system aids with visions and
goals to be set and followed for a positive and successuful school environment.
EDLD 5335 Curriculum Management
Why is important that an instructional leader improve the components of the TEA learning system?
It is important that an instructional leader to improve the learning system and components because the education environment is always changing and in order to keep up, we have to constantly be looking for and
applying new concepts and ideas for the plans and strategies to help our
students and teachers succeed.
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EDLD 5335 Curriculum Management
Part 3: Gathering Data for Decision Making
Gina Kenner
A critical skill for an instructional leader is the ability to make data-based decisions. You will
practice this skill as you begin work on a learner-centered staff development session. You will
select a school—ideally one in which you work, review its AEIS data and Campus Improvement
Plan (CIP), and select a content area/objective for improvement. You are not required to present
the staff development during this course, but you must have a principal approve your agenda
and arrange a time with the principal for presentation of the session.
Directions:
Access the 2006-07 AEIS Campus Reports at:
http://www.tea.state.tx.us/perfreport/aeis/2007/campus.srch.html.
Complete the form to select a school and access a campus report.
Review the Academic Excellence Indicator System (AEIS) data, answer questions about the data, and identify four content areas that need improvement.
Review the selected school’s Campus Improvement Plan (CIP). Answer questions about the
data, and locate two objectives for each of the four content areas identified in the AEIS data.
Based on the data, choose one content-area and an objective within that content area as the
focus of a learner-centered staff development session.
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EDLD 5335 Curriculum Management
Data-Based Reflection and Decision Making
Gina Kenner
Is there anything in the AEIS or CIP data that you do not understand? If so, what would you like
clarified?
AEIS
On the AEIS comparable report, I’m not sure how they got the negative
and positive amounts in the AVG TGI.
On the CIP data, I really don’t understand the funding.
What about the data surprises you? What about the data concerns you?
I am surprised about the amount of economically disadvantaged students
(56%). In the comparison group there are only four other schools with
a higher percentage.
I am concerned because the passing percentage will continue to increase.
The scores needed to increase with the current passing percentage. So,
we not only need to increase but increase enough to meet the new
standard passing rate.
CIP
I am suprised to see all of the activities and strategies for each goal
and objective.
I am concerned because very few teachers use the activities and strategies.
How does the information fit with your feelings about how the students at this school are doing?
With over half of the students being economically disadvantaged, I do
see a relationship between this percentage and the math and science
scores. I also think the large At-Risk percentage and Mobility percentage adds to the challenge of increasing scores.
Does it seem to differ from what you have personally experienced? Did the students do as well
as you and the school expected?
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From 2009 to 2010 there was an increase. This past school year compared to other years teachers as a whole campus tried to expect more
from the students and therefore where more dedicated and active in
attaining campus goals. I think higher expectations helped and the increased effort lead to increased scores. I think as the teachers work
to implement the goals, increase efforts, and set higher standards for
students scores will continue to increase.
EDLD 5335 Curriculum Management
Classroom learning environment effects the student’s learning experience. Teachers must continue to create a successful environment. Putting plans and goals on paper just not get the job done. Actively implementing the strategies and goals from all teachers is going to make the
difference.
On the basis of the data you examined, in which areas of the curriculum are students performing well?
Reading/ELA has been doing well for the past 3 years. Writing has
been in the 90s for the past 4 years. Social Studies this past year
made it to 92% which has slowly been increasing the past 4 years.
Special efforts need to be kept in place to keep increasing.
On the basis of the data you examined, in which area(s) of the curriculum are students performing poorly? Why do you think students are performing poorly in those areas?
Students are performing poorly in Math and Science. I believe this is
related to the high percentage of economically disadvantage students.
Most of these students parents can’t help their child because they don’t
understand the content. Also the parents do not support these subject
at home or after school tutorials.
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EDLD 5335 Curriculum Management
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EDLD 5335 Curriculum Management
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Complete the following table to clarify content areas and objectives that need improvement.
Campus:
District:
AEIS-Identified
Content Area
Content Area #1
Math
Grade:
Principal:
AEIS Data Evidence
CIP-Identified Objectives
6th, 7th, 8th Dropped from #1
77% (2008) to Increase district-wide aca69% (2009)
demic achievement and foIncreased to
78% (2010)
cus on maximizing instructional time
173 of 225
passed in
2008
Objective
163 of 237
passed in
2009
Performance monitoring
procedures EX. Benchmark
testing, 6 weeks test
#2
Increase district-wide acaEconomically
demic achievement and fodisadvantage
cus on maximizing instrucincreased from
tional time.
116 to 135
Objective
Curriculum review- EX.
Scope and Sequence and
cross curricular studies
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EDLD 5335 Curriculum Management
Content Area #2
8th
Science
Dropped from #1
66% (2008) to Increase district-wide aca62% (2009)
demic achievement and foIncreased to cus on maximizing instruc77% (2010)
tional time.
52 of the 79 Objective
passes in 2008
Performance monitoring
58 of 94
procedures EX. Benchmark
passes in 2009 testing, 6 weeks test
Economically
#2
disadvantage
increased from Increase district-wide academic achievement and fo39 to 45
cus on maximizing instructional time.
Objective
Curriculum review- EX.
Scope and Sequence and
cross curricular studies
Content Area #3
N/A
N/A
#1 N/A
#2 N/A
Content Area #4
N/A
N/A
#1 N/A
#2 N/A
Select a content area/objective for your learner-centered staff development. To do this, answer
the following question:
Based on the data, which content-area should be the principal’s highest priority? Explain why
you think so.
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I think the highest priority is Math because the scores are low in every
grade 6th-8th. Improving the scores at each grade level will increase
the campus overall percentage of passing.
EDLD 5335 Curriculum Management
How can a leader use the AEIS to initiate the development of an instructional focus for a campus?
The AEIS data can be used to set goals and standards. Improving
teaching strategies, bringing all the staff together with the same goals,
and increasing teacher’s efforts will help the specific areas which need
improving. All teachers need to have a role in emphasing math and science.
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